3 Sussex Wildlife Trust Aq2 Pond Life Dial Woods Mill, Henfield, West Sussex BN5 9SD front inside dial To make dial 1. Cut out all four sections 2. Stick front inside and back inside dials together, back to back 3. Laminate three pieces (1 dial and 2 covers) 4. Use a split pin to attach the front and back covers to dial. This will allow the dial to rotate

8 Sussex Wildlife Trust Aq4 Pond Life Key 1. Has it a shell? Yes Go to 2 No Go to 4 2. Is the shell coiled? Yes Go to 3 No Pea Mussel Woods Mill, Henfield, West Sussex BN5 9SD Is the coiled shell flat or pointed? Flat Ramshorn Snail Pointed Pond Snail 4. Has it legs? Yes Go to 11 No Go to 5 5. Is the body in different sections? Yes Go to 7 No Go to 6 6. Has it got fins? Yes Fish No Flatworm 7. Has it got antennae? Yes Go to 9 No Go to 8 8. Has it got suckers? Yes Leech No Freshwater Worm 9. Has it got 2 breathing tubes on its back? Yes Mosquito Pupa No Go to Is the body transparent? Yes Midge Larva No (Red) Bloodworm 11. How many legs has it got? 4 Go to 12 6 Go to 14 8 Go to 25 more than 8 Go to Has it got a tail? Yes Newt No Go to Look at its skin. Smooth Frog Warty Toad 14. Can you see antennae? Yes Go to 16 No Go to Which way up does the animal swim? On back Greater Water On front Boatman Lesser Water Boatman

9 16. Has it got tail projections? Yes Go to 17 No Go to How many tail projections has it got? 1 Go to 18 2 Beetle Larva 3 Go to Has it got a pair of pincers? Yes Water Scorpion No Alder Fly Larva 19. Does it have gills on its body? Yes Mayfly Nymph No Go to Does it live in a tube? Yes Caddisfly Nymph No Go to What shape are the antenae? Thread like Great Diving Beetle Club like Whirligig Beetle Thin and as long as Go to 23 the 1st pair of legs 22. Does it have long and flat or Long flat Damselfly Nymph short and stumpy tail projections? Short stumpy Dragonfly Nymph 23. Is the head very long and thin? Yes Water Measurer No Go to Look at pairs of legs 1&2 Yes Pond Skater 1 is nearest the head. No Water Cricket Are they widely seperated? 25. Has it got 1 body part or 2? 1 Water Mite 2 Water Spider 26. Is the body flattened from side to side Side to side Freshwater Shrimp or top to bottom? Top to bottom Water Slater

10

11

12 Sussex Wildlife Trust Aq6 Adaptations of Pond Creatures Feeding A carnivore is a meat eating animal. An animal that hunts is a predator. Its catch is its prey. Predators need to catch their food and so need special adaptations to capture their prey. Woods Mill, Henfield, West Sussex BN5 9SD Great Diving Beetle This large beetle is over 3cm long. It has sharp mouth parts (mandibles) to grip its prey. Great Diving Beetle Larva After catching its prey it pumps digestive fluid down two large curved pincers which are hollow extensions of its jaw. The internal parts of the prey are dissolved and the 'food' sucked back by the larva, leaving an empty skin. Water Scorpion The two front legs of the Water Scorpion are folded in on themselves like penknives. It uses these long legs to grab its prey and put it into the sharp piercing mouth parts. Dragonfly and Damselfly nymph Dragonfly and Damselfly nymphs have a modified lower lip (the mask) which is greatly elongated and hinged in the middle. They have sensory appendages (palps) which are modified to form moveable claws which grab the prey.

13 Breathing in Water There are a number of ways in which pond animals obtain oxygen. sussex wildlife trust Animals with gills Many pond animals breathe dissolved oxygen in the water by using gills. This means they can breathe underwater and do not need to come up to the surface for air. Mayfly nymph A Mayfly nymph has gills on its abdomen. It constantly moves its gills to obtain a fresh supply of oxygenated water. Damselfly nymph The three flat tail projections of the Damselfly nymph are in fact its gills. Frog and Newt tadpoles The tadpoles of frogs at first 'breathe' with gills and then develop lungs later when they begin to leave the water. Newt tadpoles have lungs but begin life by breathing through gills which are external and look like orange/pink hands on each side of their head. Animals that breath air from the water surface If people swim under water they must come up to the surface to breathe, use a breathing tube, or take air down with them. The following pond animals do the same. Great Diving Beetle The Great Diving Beetle's method of breathing can be compared to a diver breathing from an oxygen tank. It surfaces regularly to collect a bubble of air from the surface under its hard wing coverings. The bubble is then absorbed through spiracles (breathing holes). When it has used up all the oxygen in its bubble it has to come up for a new one. You can see this as a bubble or as a thin silver line. Water Boatman This animal collects and traps air around the hairs on its abdomen. You can see the air glistening silver especially on the Greater Water Boatman which swims on its back. Water Scorpion The method of breathing used by the Water Scorpion is like a person using a snorkel. It pushes its tail, which is really a long thin breathing tube, up through the surface of the water to breath.

14 Movement Under the Water sussex wildlife trust Fish Fish use their various fins to help them to move quickly and precisely. Frog Tadpole The frog tadpole uses its tail in an S shaped movement. Great Diving Beetle The Great Diving beetle uses its two back legs as paddles. These are covered with rear facing hairs which provide resistance in one direction only like a pair of oars. Its streamlined body helps it to move smoothly. Water Boatman Water Boatmen have large hairy hind legs with which they appear to 'row' themselves. On Top of the Water The pond has a 'skin' on its surface produced by surface tension. Some pool animals use this skin to help them to move around. Pond Skater Pond Skaters have long legs to help spread the load. They also have water repellent hairs on the ends of their legs. Whirligig beetles Whirligig beetles dash around in circles and figures of eight on the water surface. Their eyes are divided into two parts - one on top of the head to see above the surface and the other on the lower side to enable the beetle to see under the water. Line drawings Natural England

15 Sussex Wildlife Trust Aq7 Pond Investigations Use keys to identify pond creatures Use keys to identify pond plants Woods Mill, Henfield, West Sussex BN5 9SD Compare different habitats within a pond Dip in open water and areas with pond weed. Observe the difference in number of species and number of individuals in each area. Does the quantity of each catch change throughout a pond dipping session? Collect a data base of information about the pond This data can be analysed to find variation throughout the year and over the years. Think about using a uniform sampling technique eg 10 dips You may want to vary or keep constant the: location of dip depth of dip time of dip (in the day) time of dip (in the year) - is there a seasonal variation? method used (sweep or dip) How healthy or polluted is the pond? Look for evidence of pollution eg rubbish / oil film on surface. Take photos using a digital camera to record the state of the pond. The variety and type of species found in the pond give an indication of how healthy / oxygen rich the pond is. Use the pollution sheets to work out a biological index for your pond. How does this change throughout the year? How does this change as your pond matures?

16 How do pond animals move? Observe a variety of animals, looking particularly at how they move. Do they skate across the surface / swim in the water / crawl / glide? What part of the body does the animal use to make it move? Do they use their legs / antennae / wriggle their body? sussex wildlife trust How do some animals swim on the surface of the pond? Place a piece of tissue on the surface of a bowl of water. Float a needle on it to demonstrate the skin of the water. What happens to the tissue? / the needle? / the skin of the water? Look at how the tips of a pond skater's legs make a dent in the water. Add a drop of washing up liquid. What happens? What happens if the surface of the pond is destroyed by pollutants? What do pond animals feed on? Watch an animal carefully to see what it feeds on. If you don't see it feeding, make some observations. If it is a carnivore, it might have large eyes to help find its prey, large jaws for holding and biting its prey, large antennae to help find its prey, claws on its legs for catching and holding its prey and it might move fast If it is a herbivore, it is likely to be slower and might have a transparent body so you may be able to see its green gut contents Extension 1: construct food chains and food webs to show feeding relationships within the pond. Extension 2: compare the abundance of herbivores, carnivores and omnivores in the pond. How do pond animals get oxygen? Observe a tank of animals and note which come to the surface regularly and which ones remain below the surface. Extension: time the interval that different creatures remain under the water between breaths. What is the effect of depletion of oxygen in a pond on pond life? Many small creatures absorb oxygen through their body surface. Some snails come to the surface to fill a lung. Most small pond creatures have a gill (extrusion of the body wall) - these usually absorb oxygen. However the gills on a Mayfly nymph don't absorb oxygen themselves, but create a current over the surface of the organism enabling more efficient absorption. Beetles often come up to the surface for oxygen which they take down as silver bubbles trapped between their back and wing. Mosquito larvae hang below the water surface and collect oxygen through a tube which penetrates the water surface.

17 sussex wildlife trust Investigate the role of plants in producing oxygen in a pond. As well as being a food source for pond herbivores, pond plants also produce oxygen (a by-product of photosynthesis). Place some pondweed in a beaker of pond water with a funnel and up-turned test tube over the top and leave in a sunny position. Bubbles of oxygen should appear on the surface of the leaves and oxygen collect in the test tube. Investigate the effect of the seasons on the animal and plant life in a pond? Compare the number of species found in the summer and winter. Compare the abundance of organisms collected in summer and winter. Compare the distribution of plants on the margins and surface of the pond. Compare the number of animals found just below the surface, amongst the weed and just above the bottom of the pond. Record the water temperature throughout the year. Most plants die back in winter, leaving less food for animals. This means a decrease in abundance of animals in winter. As the water temperature drops, animals which have survived move to deeper warmer parts of the pond. Many insects survive the winter in the egg phase - eggs have a tough covering and survive severe conditions then hatch in the spring when the weather is better. Many plants also over-winter as seeds. Perennial plants may have underground stems which store food for new growth in the spring. Some plants produce special buds, which sink to the bottom of the pond and spend the winter there. Management and maintenance of a pond Consider making one year group responsible for the management and maintenance in a pond. Discuss the importance of balance in a pond and how this information is needed for effective maintenance. Use a digital camera to record the amount of weed in pond, vegetation height around the pond and water level. What effect does this have on the pond? More pondweed and shade means more plant debris which uses up vital oxygen supplies in the process of decay. Check for signs of pollution What might happen to the pond if it was left and no maintenance carried out?

18 Sussex Wildlife Trust Aq8 Animals & Water Quality We can find out about the water quality of a pond or river by looking at the animals which live in it. Some animals need well oxygenated water, where as others are able to live in unclean and poorly oxygenated water. The Biological Monitoring Working Party invented a system where each animal is assigned a score. Those which need clean / oxygenated water have a high score, those which can live in poor quality water have a low score. By monitoring the type of animals found, and adding the scores together, you will get a BMWP score for your pond which indicates the water quality. Woods Mill, Henfield, West Sussex BN5 9SD What did you find? Tick here Score Worms Midge Larvae Water Hoglouse Water Snails Leeches Alderfly Larvae Water Beetles Water Boatman Flatworms Freshwater Limpets Freshwater Shrimp Damselfly Nymph Caseless Caddis Larvae Dragonfly Nymph Cased Caddis Larvae Stonefly Nymph Mayfly Nymph What does your score mean? 0-15 Poor Moderate Good Excellent

19 Sussex Wildlife Trust Aq9 Investigating feeding relationships within a pond Aim: To use pond dipping data to determine the feeding relationships within a pond Woods Mill, Henfield, West Sussex BN5 9SD Method: Divide class into 6 groups, each group within a pond Each group identifies and tallies the number of each species caught and enters their data in the grid Results: Use keys and reference materials to find the feeding relationships and enter into the grid Creature Damselfly nymph Dragonfly nymph Mayfly nymph Flatworm Bloodworm Leech Greater waterboatman Lesser waterboatman Water louse Great diving beetle larva Caddis fly larva Mosquito larva Newt Pond skater Ramshorn snail Wandering snail Water flea Number of creatures collected Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Total Mean Feeding Group Key: H = herbivore C = carnivore O = omnivore S = scavenger Work out the totals and means. Draw a graph to show the relative numbers of each feeding group. Conclusion: Which creatures had the highest total and mean? What do you notice about the ration of the feeding groups? Can you explain why? What does this tell you about the food chains within the pond?

Macroinvertebrates What are macros? Macroinvertebrates are organisms that lack a spine and are large enough to be seen with the naked eye. Examples of macroinvertebrates include flatworms, crayfish, snails,

www.irishseedsavers.ie POND LIFE FACT SHEET Natural surface water on earth includes lakes, ponds, streams, rivers, estuaries, seas and oceans. A pond is a small body of fresh water shallow enough for sunlight

The Ecology Service 2010 Date published 02/03/10 Extended artwork area (REMOVE THIS TEXT) The Pond Pack Background information and resources for teachers For further information contact: Holland Park Ecology

Benthic Macroinvertebrate Study Concept/Topic to Teach: The presence or absence of benthic macroinvertebrates can be used to indicate water quality. Standards: Discipline: Science and Technology Strand:

The Concord River is home to many animals that depend on aquatic environments and surrounding habitats for their survival. One way to understand this interrelationship is through a food web. Snapping turtles

This presentation provides an introduction to insect biology and identification. Gaining an understanding of the biology and life cycle of insects is useful for proper management. 1 In order to appreciate

What Lives in the Pond? By River and Sky Classes Klopfers' Pond Our Lower School has focused on the theme of water for the 2012-2013 school year. In our S'math classes (science and math together), we have

Pond Life: A Busy Ecosystem Activities for children and adults that build upon PlayTrail experiences outdoors Pond Life: A Busy Ecosystem Activities for children and adults that build upon PlayTrail experiences

Title Aquatic Invertebrates in Still and Flowing Waters Investigative Question What are some of the common and not so common invertebrates that live in water and what adaptations allow them to exist in

Benthic Macroinvertebrates (BMIs): Habitat and Collection In this activity students will collect benthic macroinvertebrates from a stream. Benthic macroinvertebrates are stream-dwelling invertebrates capable

ANIMALS AND THEIR HABITATS: KS1 STUDENT RESOURCES PLANT OR ANIMAL? (Lesson 1:1) Card sort task: print out and get the students to sort them into: Plants or Animals. Get the students to explain why they

Common Grass Frog Fact Sheet Common Name: Common Grass Frog, also known as common frog Scientific Name: Rana temporaria German Name: Grasfrosch Description: They are typically brown or greyish in color,

Insects of Alberta s Wetlands By Robert Bercha (Jan 2011) All content in this presentation is copyright, unless otherwise indicated. Unauthorized use, duplication or publication prohibited without permission.

Teacher Discovery Card Classification Information There are millions different kinds plants and animals in the world Each different kind plant and animal is called a species We can group species together

OAT Practice 5 th Grade Science Life Science Brought to you by: Many plants and animals live in and around the pond. One year the pond dried up. 1) Which organism in the pond ecosystem was still able to

Get to Know Your Watershed McMillan Creek Where is McMillan Creek? McMillan Creek is found in the northeastern portion of the City of Prince George, know as the Hart and Shady Valley. It is located entirely

Life Cycles of Animals 1. Animals go through the same life cycle as their parents. It starts as a fertilised egg. The fertilized egg develops into an embryo. The embryo develops into a young animal. The

a Wild About... Rutland County Council Nature notes Frogs belong to a group of animals called amphibians, which also includes newts and toads. Amphibians live both on land and in water. Water is needed

Pond Peering Grades 1-4 Pre-visit information and activities Hidden beneath the surface of VanDusen s ponds, lakes and streams is a diverse world of beautiful and strange life. Students explore and learn

Grades: 4, 5, & 6 POND INTERACTIONS Teacher Guide February 2011 Time: 3 hours A pond is an ever-changing environment. The pond ecosystem is made of countless interactions that link living things to one

2. Fill in the blank. A crocodile's eyes are on top of its head, and its nostrils are on top of its snout. Having its eyes and nostrils in special places help the crocodile.. A. attract a mate B. reproduce

Sun The Sun The suns energy allows plant life to grow so that animals can survive. Produces heat and light Plants Plants Plants need the sun to make their own food through a process called photosynthesis.

Using living things to tell us levels of pollution Activity 5 Learning Intentions Give examples of sources of pollution and the ecosystems that they effect Explain the meaning of the term indicator species

INTERACTIONS IN ECOSYSTEMS: Video & READINGS: Watch the BrainPop video on Ecosystems The two readings below cover many of the same terms and concepts. Read them when you have time. Pay particular attention

Pond Water Web Lesson Plan Purpose: As a result of this lesson, students will become familiar with common organisms found in a pond and discover their importance in a balanced aquatic habitat as they create

information leaflet Insect identification sheet To enable you to identify the insect you have in your home, we have provided some identification sheets. These depict the most common pest species that you

Food Chains All living things need food to give them energy to move and grow. A food chain can show us how living things get their food by showing us what feeds on what in a particular habitat. Food chains

Chapter Outline Chapter 30 Fishes and Amphibians Section 1: The Fish Body KEY IDEAS > What are the main characteristics of fishes? > What structures do fish use to swim and sense their environment? > How

Mytilus californianus - this mussel is a filter feeder, feeding on plankton. They are the main source of food for both the Ochre Sea Star (Pisaster Ochracus) and the rock whelk (Nucella emarginata). They

Introduction to Ecology Ecology is the scientific study of the interactions between living organisms and their environment. Scientists who study ecology are called ecologists. Because our planet has many

Teachers This unit of work has been designed to support your class visit for the Survival and Adaptations programme at the National Aquarium of New Zealand. Students will participate in a range of interactive

Grouping Organisms Classifying Organisms When you look for socks to wear, you probably go to your sock drawer. Your shirts might be in a different drawer. The clothes are grouped so that you can find them.

A Lesson Plan Developed by Introductory Activity Lead a discussion on the diversity of living organisms in, on, or around a lake. Record the names of as many organisms as the students can think of. They

Lesson 1: Make the Connection Activity: Students work with paper cutouts to learn about the parts of a food chain, specifically herbivores, carnivores, and producers. Grade level: 4-8 Subjects: Science,

3rd GRADE MINIMUM CONTENTS UNIT 11: ANIMALS-VERTEBRATES VERTEBRATES Vertebrates are animals which have a backbone and an internal skeleton. The skeleton protects vital organs and supports the weight of

Spring-to-Life Ponds Like magic, snowmelt and rainwater form pools that come alive each spring. When I was 12 years old, I sneaked away from my evening farm chores to vernal (spring) ponds in the nearby

Characteristics of Terrestrial Ecosystems Terrestrial ecosystems are land-based ecosystems. Rainforests, deciduous forests, and grasslands are all examples of terrestrial ecosystems. The Earth has many

Chapter Outline Chapter 28 Mollusks and Annelids Section 1: Mollusks KEY IDEAS > What are the key characteristics of mollusks? > What are the three parts of the mollusk body plan? > What are the similarities

All about water birds Page 1 Living on the water Our canals and rivers provide lots of different places for birds to live, build their nests, find food and bring up their babies. The six most common birds

Name: Section: Date: Ms. Mallon CDW Key vocabulary to know: Classification: Grouping similar things together Kingdom: Large groups Eubacteria: Known as the true bacteria, they are unicellular and do not

BUGS BUGS BUGS! Museum Victoria Early Learning Program This kit was designed to provide background information that will enhance children s visit to the Bugs Alive! exhibition or to see the bugs in the

NAME: Urban Ecology: Watersheds and Aquatic Ecology A BIOBUGS program Objective: To describe the health of the Muddy River in the Fens wetlands system of Boston by examining abiotic and biotic parameters.

Carlos de la Rosa Education Coordinator Dept. of Environmental Management Pinellas County, Florida Ph.D. in Ecology University of Pittsburgh Carlos was born in Caracas, Venezuela and received his Ph.D.

1 How Do Organisms Get Their Energy? Look at the following statements and tick in the columns below if they are true or false. 1 We get energy from the air we breathe. 2 Plants get energy indirectly from

Welcome to the Frog Hospital Urology Department (Excretory System) Function of the excretory system The purpose of the excretory system is to remove waste and toxins from the frog s body. All living things

Title What's Disturbing About a Disturbed Wetland? Investigative Question How are the organisms in a wetland organized and how are they affected by various disturbances? Overview Students learn how wetlands

This website would like to remind you: Your browser (Apple Safari 7) is out of date. Update your browser for more security, comfort and the best experience on this site. Encyclopedic Entry food chain For

2Discovery Card Teacher Time: 2.5 hours (split into two sessions) Information (suitable for 7-12 year olds) This is an opportunity for children to make their own bug boxes and test the habitat preference

Hello! Thank you for downloading my Animal Life Cycles learning materials. I create this material for my son who loves animals and loves to learn anything about them. We use this file for our Animal Kingdom

Wetlands What is a wetland? A wetland is an area that usually holds shallow, slow-moving, or stationary water. Animals and plants living in or near wetlands are adapted to and often dependent on wet conditions

Aquatic Organisms and Their Habitats Objectives: Students will understand the following: 1. The presence of specific organisms in a freshwater habitat determines the quality of that habitat. 2. An organism

Cub Scouts Meeting Schedule Theme: World Scout Environment Programme Natural Habitat To help Cub Scouts understand the importance of natural habitats and the impact that humans have on the plants, animals,

Chapter 5 The Roles of Organisms in an Ecosystem 5.1: The Roles of Organisms in an Ecosystems photosynthesis a process by which plants use water, carbon dioxide, and sunlight to produce sugars (food) Types

Chapter The Life Cycles of Animals Hey, look at the eggs in this nest! Some baby birds have hatched! All baby frogs have tails. The tail disappears as the frog becomes an adult. Baby frogs look quite different

HANDOUT 7.1 Fish Classification Animals that live in water are called aquatic organisms (i.e., water animals). There are also aquatic plants, such as seaweeds and bullrushes. Only some of the animals that

Lesson Plan Two - Ecosystems Summary Students discuss what living things need to survive. They identify the abiotic and biotic components of an ecosystem and describe the roles and interactions of producers

4THE UNIVERSITY OF THE STATE OF NEW YORK GRADE 4 ELEMENTARY-LEVEL SCIENCE TEST WRITTEN TEST JUNE 6, 2011 Student Name School Name Print your name and the name of your school on the lines above. The test

Hudson Explorers Frog Activity Guide Frog Introduction Dear Educator, Welcome! Today you and your group will learn all about frogs and how they grow and live at Hudson Gardens. You will find an Activity

World Oceans Day at ZSL Whipsnade Zoo Teachers notes KS 1 & KS 2 This booklet will help you to focus your self guided trail on ocean animals, looking at the adaptations of the species and focusing in on

Field Trip Guide: Meat Mississippi s Predators Welcome: This trip will focus on both the Zoo s fiercest and most timid animals. As a guide, you will use questioning techniques to help students learn about

SEA LIFE for schools Food chains & ecosystems Age 6-11 years Self-guided learning This guide provides you with information linked to key displays throughout Scarborough SEA LIFE Sanctuary that can be used